Graphic organizers for a variety of reading activities....
Close Reading Text Evidence st
100 Pages for 1 grade Assessments, Lesson Plans, Reading Tools & More
Graphic Organizers/ Reading Response Pages
I have 3 per standard for Reading: Literature and Informational Text
Page 3-4 RAP and RACE Graphic Organizers can be used for any standard. For these two pages you will provide the question. Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages Pages
5-7 RL.1.1 8-10 RL.1.2 11-13 RL.1.3 14-16 RL.1.4 17-19 RL.1.5 20-22 RL.1.6 23-25 RL.1.7 26-28 RL.1.9 30-32 RI.1.1 33-35 RI.1.2 36-38 RI.1.3 39-41 RI.1.4 42-44 RI.1.5 45-47 RI.1.6 48-50 RI.1.7 51-53 RI.1.8 54-56 RI.1.9
s ard d n a . e St age r p o h C ac mon n e o m o d e C rin t p e ar
Use these tools as quick formative assessments or reading response sheets for Standards Based Grading.
Beginning on page 60 you will find Close Reading Tools. Click here to go straight there.
Name ____________________
Restate-Answer-Prove
Write the question on the lines below.
Restate and Answer
Prove with Evidence
You can use the following when citing textual evidence. - For example… - The author stated… - According to the text…
Name ____________________
Reword-AnswerCite Evidence Write the question on the lines below.
Reword and Answer
Cite Evidence
You can use the following when citing textual evidence. - For example… - The author stated… - According to the text…
Name
Directions: Answer the questions in complete sentences.
Who is the main character?
How do you know?
You can use the following when citing textual evidence. - For example… - The author stated… - According to the text… RL.1.1
Name
Directions: Answer the questions in complete sentences.
What was the problem in the story?
What was the solution in the story?
You can use the following when citing textual evidence. - For example… - The author stated… - According to the text…
RL.1.1
Question It
Name
Write your own questions for the topic on each sticky note. Remember to: Stick to the text!
Who?
What?
Why?
When?
Where?
RL.1.1
Name
Date
Remember to restate the question, answer it, cite evidence and explain your answer.
What is the message or lesson of the text?
Prove with textual evidence!
You can use the following when citing textual evidence. - For example… - The author stated… - According to the text… RL.1.2
Name
_______________
Determine the central message and key details.
Detail
Detail
Central Message
Detail
Detail
RL.1.2
2nd Detail
4th Detail
Central Message
1st Detail
Central Message
Name ______________
RL.1.2
3rd Detail
Write the central message and key details in order.
Name ________________
Setting
Describe It
Character
Major Event
Key Detail
RL.1.3
Key Detail
Directions: Write the major event, characters, setting and key details.
Name
_______________
Directions: Write the character name in the gumball machine. Write the character’s traits, motivations or feelings in each gumball.
Character Name
RL.1.3
Directions: Write the key details of the setting in each sticky note.
Name
_______________
Setting Map
RL.1.3
Name
_______________
Directions: Identify words that make you feel an emotion or help you create mental images. Write the words on the left and the emotions on the right.
Word
Emotions or Feelings
RL.1.4
Name
_______________
Directions: Identify words that make you feel an emotion or help you create mental images. Write the word in the top circle and the feeling or what it makes you imagine using your senses in the bottom circle.
Word
Word
RL.1.4
Directions: Identify words that make you feel an emotion or help you create mental images. Write the words on the left and the emotions on the right.
Emotions or Feelings
RL.1.4
Phrase
Name
Date
Think about all the kinds of texts you read such as magazines, instructions, and even picture books with fairy tales. Explain the major differences between texts that tell stories and books that give information.
RL.1.5
Name _________________ Date _________________
What’s the difference between the pictures in a book that gives information and a book that tells stories?
What’s the difference between the purpose of a book that gives information and a book that tells stories?
What’s the difference between the purpose of a book that gives information and a book that tells stories?
RL.1.5
Hollywood Changes Explain the major differences between books that tell stories and books that give information.
Books that Tell Stories
Books that Give Information
Fiction
Non-Fiction
RL.1.5
Directions: Identify who is telling the story at the beginning, middle and end.
Name
Who is telling the story at beginning?
Who is telling the story at the middle?
Who is telling the story at the end?
RL.1.6
Name________________________
Directions: Identify who is telling the story at the beginning, middle and end.
Identify the Speaker Beginning
Middle
End
RL.1.6
Directions: Identify who is telling the story at the beginning, middle and end.
Name ___________________
B.M.E.
End
Middle
RL.1.6
Beginning
Name
Describe It!
Directions: Use the illustrations and text in the story to describe the characters, setting, or events.
Date
RL.1.7
Explain how the graphics help you to understand the: Characters, setting and events.
Name________________ Date _________________
Graphics Help!
RL.1.7
Name
Date
Describe the... Use the illustrations and details in the story to describe the… Characters, Setting and Events
Characters
Setting
Events
RL.1.7
Name________________ Date _________________
Compare and contrast the adventures and experiences of characters in stories.
RL.1.9
Compare and Contrast
Compare and contrast the adventures and experiences of characters in stories.
Character
RL.1.9
Character
Name ______________
Name________________ Date _________________
Compare and Contrast Compare and contrast the adventures and experiences of characters in stories.
Character
Character
RL.1.9
Informational Text {Non-Fiction} Reading Response Sheets
Use for literature circles, whole group-guided- or –independent reading response and in other content, core curriculum areas such as science and social studies.
Name________________ Date _________________
What are the key details?
Cite Evidence to show how they help the main topic!
RI.1.1
RI.1.1
Name________________ Date _________________
state the facts! Write four facts from the text.
Fact
Facts
Facts
Facts
RI.1.1
Name________________ Date _________________
Ask Questions
Directions: Write four questions about the text. Think about difficult words, ideas, something you would like to know more about.
RI.1.1
Name________________ Directions: Write the key details and the main topic.
Write the main topic of the text.
_____________________ _____________________ Key Detail #1:
_____________________ _____________________ Key Detail#2:
____________________________ ____________________________
RI.1.2
Directions: Write about the main topic of the text.
Name________________ Date _________________
Main Topic
RI.1.2
Directions: Write the key details and the main topic.
Name___________________
Main Idea
Detail #1
Detail #2
Detail #3
RI.1.2
Name ________________
Extra, Extra: Tell All About It
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.3
Name ________________
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.3
Name
Date
Connect It!
Transition Words: Directions: Describe the First Before connection between two Then Now individuals, events, ideas, or Next During pieces of information in a Last Later text. Use transition words Finally Eventually to help connect and relate.
RI.1.3
Name _________
Directions: Ask questions to help determine or clarify the meaning of words or phrases in the text in each rectangle below.
RI.1.4
Name
What’s the Meaning?
Date
Directions: Write the word then determine the meaning.
Word
Meaning
Word
Meaning
Word
Meaning
RI.1.4
Name
Write a word or phrase in the box. Then write the meaning in the box below. Cite evidence to show how you know.
What’s the Meaning?
Word or Phrase
Meaning
RI.1.4
Name _____________________________
Date ___________________________
Tell how the text features helped you locate information.
Text Features
How did it help you?
Table
Cut Away
Maps
Labels
Captions
Time Lines
RI.1.5
Name
Date
Book Navigators
Directions: Tell how each feature helps you
locate key facts or information in a text.
Text Features
How did it help you?
Table of Contents
Index
Glossary
Title
Heading
RI.1.5
Name _________________________
Date ___________________________
Electronic Navigators Directions: Tell how each feature helps you locate key facts or information in a text.
Menu
Side Bar
Hyperlink
Icon
RI.1.5
Name
What’s the Difference? Directions: Discuss the difference between the information provided in the pictures with information provided by the words in the text.
RI.1.6
Name _______________________________
Distinguish between information provided by pictures or other illustrations and information provided by words in a text.
What Do They Tell You?
Pictures, Illustrations, or Graphics
Words in the Text
RI.1.6
Name ______________________________
Tell the difference between information provided by pictures and information provided by words in a text.
What information do the words give?
What information do the pictures give?
RI.1.6
Name_______________________________
Illustration Investigation Tell how the illustrations help y ou to unders tand the key ideas.
Illustration #1
Illustration #2
Illustration #3
RI.1.7
Name ____________________________
Describe It!
Directions: Use the illustrations and details in the text to describe its key ideas.
RI.1.7
Name _______________________________________
Illustrations Help
Write the type of illustration in the center sticky note. Types of illustrations are: pictures, drawings, tables, graphs, or charts.
How did the illustrations help?
What did the illustrations help you understand?
What type of illustration was it?
What was the illustration of?
Draw a picture of it?
RI.1.7
Name _____________________________
Exclaim the Point Identify the reasons an author gives to support a point in the text. Directions: Write a point given in the text in the first box. Then on the lines below write the reason or reasons the author gives to support the point.
Point
Reason or reasons the author gives to support the point in the box above.
RI.1.8
Name _____________________________
State the Point Identify the reasons an author gives to support a point in the text. Directions: Write a point given in the text in the first box. In the box at the bottom write the reason or reasons the author gives to support the point.
Point
Reason or reasons the author gives to support the point in the box above.
RI.1.8
Give Your Reasons
Reason
Write a point given in the text in the middle circle. Then write the reason or reasons the author gives to support the point.
Reason
Point
Reason
RI.1.8
Reason
Identify the reasons an author gives to support a point in the text.
Name _______________________
Name _________________________________________
Two Texts, Same Topic Directions: Look at the illustrations, descriptions or procedures to identify the similarities and differences between two texts.
Identify the similarities.
Identify the differences.
RI.1.9
Similarities Name ________________ & Differences
Directions: Look at the illustrations, descriptions or procedures to identify the similarities and differences.
Write the text name on the lines. Then, write the similarities in the box in the middle. Write the differences in the area labeled differences.
Differences
Text 1 Name ___________________ ___________________
Text 2 Name ________________ ________________
Similarities
Differences
RI.1.9
Name ________________
Same but Different
Directions: Look at the illustrations, descriptions or procedures of two texts that are on the same topic. Write the texts names in each box with the differences. Then write the similarities on the lines below.
Text 1 ______________________
Text 2 ______________________
Differences
Differences
Similarities
RI.1.9
Close Reading Tools Close Reading Teaching Points Anchor Charts Posters Small Group Lesson Plan Templates Text Dependent Question Stem Cards Bookmarks Discussion Exchange Text Dependent Question Sticks
What is Close Reading? It is the first two words of the first set of anchor standards in the
Common Core. R.CCR.1 “Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.” Close reading is when students dissect, analyze, investigate and scrutinize text. The students examine word choice and examine how a text is organized.
Key Features: Short Passages (More Read Alouds on the first read in the primary grades) Complex Texts Limited frontloading of vocabulary and connecting personal experiences Repeated Readings for different purposes Text Dependent Questions focusing on Main Idea, arguments, key details, vocabulary, text structure, author’s purpose, inference, and opinion Text Coding/Marking: “Read with a pencil.” Bring in the annotation as early as kindergarten by using Wiki Sticks with Big Books. Copy a page or two of complex text for text coding purposes.
Close Reading Procedure Sequence Prep: Select a short, complex text passage. Create TDQs! st 1 Reading to Discover the text and what it says: • • • •
Hook/ Set purpose for reading. Use props when you can. Students read text independently w/ pencil (code text-Show and Tell Thinking and underline difficult words, circle confusing parts) Teacher zooms in on students having difficulty. Optional: Conduct running records, record anecdotal evidence, phonics mini-lessons. Discussion: “Parrot Paraphrase”, “Super Summarize”. (Require modeling at first.)
§
• § o o o o o o o
• o
Fiction: Describe characters and their response to the events in the story or plot.
2 nd Reading to Discover how the text works: Teacher reads aloud and thinks aloud. Implement: Teacher and Students- Ask “Thick or Critical Questions”, TDQs, “Detect and Analyze”
Use context clues for word meaning (Possible lead in to Word Study or Structural Analysis) Examine story structure Text features Main purpose of text Author’s purpose for writing text Points of view Dialogue
3 rd Reading to discover what the text means: Students read to “Be the Judge and Evaluate”. Analyze graphics, connect with other texts, self, world and discuss author’s purpose.
Close Reading Strategies
• • • • •
Parrot Paraphrase Sum It Up Summarize Ask Thick Questions Detect and Analyze Be the Judge and Evaluate
Parrot Paraphrase • Think: What does it say? • Read each sentence. o Gather what it means. • Draw a picture to show what it means. • Tell it in your own words. • Write it in your own words. o Think and be able to show, tell and write it in your own words.
Super Summarizer
• Cite textual evidence to retell what you read.
• Cite textual evidence to write a summary.
• Cite the main points of the text. • Draw pictures of the main points of the text.
Ask Thick Questions Ask Critical Questions Why did ? How did ? Who is telling the story? How did the characters change? • How did the characters respond? • How did the pictures help the story? • • • •
Detect and Analyze • Identify the key words, phrases and concepts. o Investigate what they mean. • Using the pictures and text think about the meaning.
Be the Judge • Judge how the pictures and text helped you with the: o Message o Topic o Characters o Setting o Purpose o Main Idea o Key Details
Show & Tell Evidence Use these sentence stems • It said so on page… • Because… • The author wrote… • For example… • Based on what I read… • According to the text… • From the pictures I know… • On page it said…
Text Coding can begin as soon as you’re ready!
You don’t have to wait for your students to reach a specified DRA Level.
Use the following Text Coding Charts or create your own.
Teach one code at a time so as not to overwhelm your little people.
Show & Tell Your Thinking
Think, Stop, Jot
LOL
P
!
C
?
N I
When it’s funny When you create a mental image When something is surprising or important When you make a connection When you wonder When you feel New Information I know this
Text Coding Think Behind the Text
S = Setting
C = Characters
KD = Key Detail
M = Major Event
CM = Central Message
You can use the following Structural Response Systems to help scaffold your students ability to answer text dependent questions in complete sentences.
R.A.P. •Restate the Question. •Answer all the parts of the question. •Prove your point using textual evidence and examples.
R.A.C.E. •Reword the question. •Answer all the parts of the question. •Cite textual evidence. •Explain your answer.
Close Reading Lesson Plans
This group of lesson plans were designed using my Guided Reading Lesson plan templates: in response to my district moving to Common Core and the requirement of having small group lesson plans.
I can email you an editable version as a Word Document of pages 76-80. Simply email me at
[email protected].
Highlight or circle ELL Strategies used.
Write students names here.
Write in the name of the text and check off items used.
Date: ______________
Close Reading Observation Sheet
Group: ____________
Book Title:_____________________ Level:______ Vocab. Words:________________ __ Paraphrase __ Summarize __ Thick Questions __ Analyze __ Evaluate Running Record:
Name:___________ Anecdotal Notes:__________________________________
Running Record:
Name:___________ Anecdotal Notes:__________________________________ Running Record:
Name:___________ Anecdotal Notes:__________________________________ Running Record:
Name:__________ Anecdotal Notes:___________________________________
Running Record:
Name:__________ Anecdotal Notes:___________________________________
Running Record:
Name:__________ Anecdotal Notes:___________________________________
Text Dependent Question Stem Cards To conserve paper I put both RL and RI on each card together for your convenience. I keep these cards in my reading group corner.
If you have any tdq’s you would like to see added to this set please send me an email
and I will gladly add. We are always learning
and as I discover more I will add and
re-upload the product.
My email is
[email protected].
Text Dependent Question Stems
Text Dependent Question Stems 1.4
• What does the word __________ or phrase mean as used in the text?
• What helped you understand the word or phrase?
1.1
• What words or phrases suggest feelings or help you visualize and/or appeal to your senses.
Text Dependent Question Stems
1.3 • Describe the characters, setting, and major events. • Describe the character’s traits, motivations, or feelings? • Describe how individuals, events, ideas, or pieces of information are related.
• What clues show you… • Cite evidence to show… • Cite evidence to prove…
Text Dependent Question Stems 1.2 • What is the purpose of sentence…? • What is the central message of the text? • What is the topic, lesson or moral? • Explain how the key details in the text help show the central message, lesson, topic or moral.
Text Dependent Question Stems 1.5
•
Text Dependent Question Stems 1.6
•
1.7
Compare/contrast the adventure from another story. Compare and contrast the experiences of the character with another character in another story. Look at two texts on the same topic and identify the similarities and differences between the pictures, descriptions or procedures.
• Who is telling the story and how do you know? • Do the pictures give an information that the text does not say? • What is the difference between information provided by pictures and the information provided by the text?
• Explain the major differences between books that tell stories and books that give information. • Explain how the headings and table of contents help you locate key facts or information in a text.
Text Dependent Question Stems 1.9
Text Dependent Question Stems
•
• Using the pictures and the text describe the characters, setting, or events. • Using the pictures and the text describe the key ideas.
1.8 R.I Explain how the author proves the points or purposes of the text.
Close Reading Bookmarks
Pages 85-92
Keep these bookmarks in your reading group corner. After you review a strategy the students keep the book mark for reference throughout the week.
Close Reading Strategies
Close Reading Strategies
Close Reading Strategies
• Parrot Paraphrase • Super Summarizer • Ask Thick Questions • Detect and Analyze • Be the Judge and Evaluate
• Parrot Paraphrase • Super Summarizer • Ask Thick Questions • Detect and Analyze • Be the Judge and Evaluate
• Parrot Paraphrase • Super Summarizer • Ask Thick Questions • Detect and Analyze • Be the Judge and Evaluate
Use the bookmarks below when teaching Strategies, text coding, RACE or RAP!
Parrot Paraphrase
Parrot Paraphrase
Parrot Paraphrase
• Think: What does it say? • Read each sentence - Gather what it means. • Be able to show, tell and write it in your own words.
• Think: What does it say? • Read each sentence - Gather what it means. • Be able to show, tell and write it in your own words.
• Think: What does it say? • Read each sentence - Gather what it means. • Be able to show, tell and write it in your own words.
Super Summarizer
Super Summarizer
Super Summarizer
• Cite text evidence to retell and write about what you read.
• Cite text evidence to retell and write about what you read.
• Cite text evidence to retell and write about what you read.
Ask Thick Questions
Ask Thick Questions
Ask Thick Questions
• Why did _____? • How did _____? • Who is telling the story? • How did the characters change? • How did the characters respond? • How did the pictures help?
• Why did _____? • How did _____? • Who is telling the story? • How did the characters change? • How did the characters respond? • How did the pictures help?
• Why did _____? • How did _____? • Who is telling the story? • How did the characters change? • How did the characters respond? • How did the pictures help?
Detect and Analyze
Detect and Analyze
Detect and Analyze
• Identify the key words, phrases & concepts. o Investigate what they mean. • Using the pictures & text think about the meaning.
• Identify the key words, phrases & concepts. o Investigate what they mean. • Using the pictures & text think about the meaning.
• Identify the key words, phrases & concepts. o Investigate what they mean. • Using the pictures & text think about the meaning.
Be the Judge
Be the Judge
Be the Judge
• Judge how the pictures and text helped you with the: o Message o Topic o Characters o Setting o Purpose o Main Idea o Key Details
• Judge how the pictures and text helped you with the: o Message o Topic o Characters o Setting o Purpose o Main Idea o Key Details
• Judge how the pictures and text helped you with the: o Message o Topic o Characters o Setting o Purpose o Main Idea o Key Details
Show & Tell Evidence Use these sentence stems
Show & Tell Evidence
Show & Tell Evidence
Use these sentence stems
Use these sentence stems
• It said so on page… • The author wrote… • For instance… • For example… • Based on what I read… • According to the text… • From the pictures I know… • On page _______ it said…
• It said so on page… • The author wrote… • For instance… • For example… • Based on what I read… • According to the text… • From the pictures I know… • On page _______ it said…
• It said so on page… • The author wrote… • For instance… • For example… • Based on what I read… • According to the text… • From the pictures I know… • On page _______ it said…
Show & Tell Your Thinking
Show & Tell Your Thinking
Show & Tell Your Thinking
Think, Stop, Jot
Think, Stop, Jot
Think, Stop, Jot
LOL When it’s funny P When you picture something in your mind. ! When it’s surprising or important C When you make a connection. ? When you wonder. When you feel N New Information I I know this
LOL When it’s funny P When you picture something in your mind. ! When it’s surprising or important C When you make a connection. ? When you wonder. When you feel N New Information I I know this
LOL When it’s funny P When you picture something in your mind. ! When it’s surprising or important C When you make a connection. ? When you wonder. When you feel N New Information I I know this
R.A.P.
R.A.P.
R.A.P.
• Restate the Question. • Answer all parts of the question. • Prove your point using textual evidence and examples.
• Restate the Question. • Answer all parts of the question. • Prove your point using textual evidence and examples.
• Restate the Question. • Answer all parts of the question. • Prove your point using textual evidence and examples.
R.A.C.E.
R.A.C.E.
R.A.C.E.
• Reword the question. • Answer all the parts of the question. • Cite textual evidence. • Explain your answer.
• Reword the question. • Answer all the parts of the question. • Cite textual evidence. • Explain your answer.
• Reword the question. • Answer all the parts of the question. • Cite textual evidence. • Explain your answer.
Discussion Posters
Reciprocity of discussion and exchange are critical within the realms of Common Core. Many students need to be taught proper discussion techniques.
Use these posters to help.
Discussion Exchange • I agree/disagree because… • Why do you think that? • I would like to talk more about… • How do you know… ? • What else could explain that…? • I noticed… • I’d like to go back to what you said about… • I was confused when… • According to the text…
Listening Tips & Tricks • Face the speaker. • One person talks at a time. • Invite someone to have a turn to speak. • Piggyback to add on to what someone shares. • Let everyone have a chance to talk. • Throw ideas back and forth. • Compliment!
Compliment To Get More
Your brain is on fire! I appreciate your input! That was deep! That was intriguing. That was very interesting to listen to. • I really liked how you said that. • That was stimulating! • • • • •
Close Reading Sticks Based on Common Core Standards
Put the Circle Toppers on a popsicle stick and place in a cute cup or simply leave as circles to pull from a little baggy. Use during small group time or any time.
As a bonus I included 4 different cup labels.
Stop by my blog 247teacher.blogspot.com to see them in action.
Retell the text. Cite Evidence.
What is the main topic?
When did the story take place?
Cite the main points of the text. Use evidence.
Describe the characters.
What did the main character learn? evidence.
Who is telling the story?
Describe the setting.
What words or phrases make you feel?
What is the central message?
Parts that are different are…
Parts that are similar are…
How does the table of contents help you?
How does the glossary help you?
How do the headings help you?
Retell the key details.
Describe the connections between the events or ideas.
How does the author support the points made?
Describe the connections between the points in the text.
What does the word _______ mean? Cite evidence.
What does the phrase _________ mean? Cite evidence.
Compare the adventures of the characters in stories.
What are the similarities between?
What is the difference between?
Bonus: Cup Topper for Close Reading Sticks Cut out topper and place on cup with sticks. Use Close Reading Sticks during Guided Reading or any time you Closely Read such as in Science or Social Studies. Just choose a topper on the next two pages to make a cute cup.
Close Reading Sticks
Close Reading Sticks
Close Reading Sticks
Close Reading Sticks
Reading Standards Addressed in This Unit
Key Ideas and Details
RL.1.1 Ask and answer such questions about key details in a text.
RL. 1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL. 1.3 Describe how characters, settings, and major events in a story, using key details. Craft and Structure RL. 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. RL.1.6 Identify who is telling the story at various points in a text. Integration of Knowledge and Ideas
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RI.1.8 Not applicable to literature.
RI.1.9 Compare and contrast the adventures and experiences of characters in stories.
This standard can be assessed using the first two graphic organizers with RACE and RAP. Range of Reading and Level of Text Comple xity RI.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Reading Standards Addressed in This Unit
Key Ideas and Details
RI.1.1 Ask and answer such questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.1.5 Know and use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RI.1.8 Identify. the reasons an author gives to support points in a text.
RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
This standard can be assessed using the first two graphic organizers with RACE and RAP.
Range of Reading and Level of Text Comple xity
RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
Thank You for Purchasing: 1st Grade CCSS Toolkit I can’t take credit for any ideas. This product was made through a lot of hard work and research. I’ve spent hours and hours with teachers and district personal dissecting the Common Core Standards, researching Close Reading and Text Evidence.
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